Universidade Estadual de Londrina

About: Universidade Estadual de Londrina is a education organization based out in Londrina, Brazil. It is known for research contribution in the topics: Population & Context (language use). The organization has 13052 authors who have published 19291 publications receiving 212123 citations.

Investment in Fine Roots and Arbuscular Mycorrhizal Fungi Decrease During Succession in Three Brazilian Ecosystems

Abstract: The functional groups of plants that characterize different phases of succession are expected to show differences in root distribution, fine-root traits and degrees of association with arbuscular mycorrhizal (AM) fungi. The relationship involving fine-root traits and AM fungi that regulate the nutrient acquisition potential among different plant functional groups are still not well understood. We assessed fine-root morphology, AM fungal variables and soil fertility in grassland, secondary forest and mature forest in Atlantic, Araucaria and Pantanal ecosystems in Brazil. Soil cores were collected at 0–10 and 10–20 cm depths. Fine roots were extracted from soil by sieving and root morphological traits and AM colonization were determined. The AM spores were extracted from soil and counted. In all ecosystems, soil fertility, fine-root mass and root diameter increased with the succession, while root length, specific root length, root-hair length, root-hair incidence, AM colonization and AM spore density decreased. These results suggest that plant species from early stages of tropical succession with inherent rapid growth invest in fine roots and maintain a high degree of AM colonization in order to increase the capacity for nutrient acquisition. Conversely, fine root morphological characteristics and low degree of AM colonization exhibited by plants of the later stages of succession lead toward a low nutrient uptake capacity that combine with their typical low growth rates. Abstract in Portuguese is available at http://www.blackwell-synergy.com/loi/btp.

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline

Abstract: Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large‐scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.

Opinion on the Hurdles and Potential Health Benefits in Value-Added Use of Plant Food Processing By-Products as Sources of Phenolic Compounds.

Abstract: Plant foods, their products and processing by-products are well recognized as important sources of phenolic compounds. Recent studies in this field have demonstrated that food processing by-products are often richer sources of bioactive compounds as compared with their original feedstock. However, their final application as a source of nutraceuticals and bioactives requires addressing certain hurdles and challenges. This review discusses recent knowledge advances in the use of plant food processing by-products as sources of phenolic compounds with special attention to the role of genetics on the distribution and biosynthesis of plant phenolics, as well as their profiling and screening, potential health benefits, and safety issues. The potentialities in health improvement from food phenolics in animal models and in humans is well substantiated, however, considering the emerging market of plant food by-products as potential sources of phenolic bioactives, more research in humans is deemed necessary.